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Book 3 Unit 9 Learning教学设计
单元主题 本单元围绕Learning话题展开，以多种形式的语篇呈现了学习类型、学习方法、学习目标，并引导学生思考自身学习方法的选择和进行学后反思，属于“人与自我”主题。整个单元的学习内容包含Topic Talk, Lesson 1-3, Writing Workshop, Viewing Workshop和Reading Club等，各课通过听、说、读、写、看等内容和活动，围绕该主题从不同的角度，引导学生进行主题意义探究。
单元目标 语言能力目标 掌握并运用与学习方法、学习目标、学习习惯相关的词汇和表达；能够理解与学习相关的文章内容，听懂并谈论与学习相关的话题，恰当使用所学词汇、句型谈论学习方法、学习目标、学习习惯；通过写作，学会如何撰写学习反思。 文化意识目标 正确理解如何成为积极的学习者并掌握语言学习的技巧，理解人类记忆的秘密，提高学习效率、养成良好的学习习惯，成为积极的学习者。 思维品质目标 在听力和阅读之后，可以通过思维导图的形式来概括、提炼听力文本和阅读文本的主要信息，进而培养学生的结构化思维方式和清晰的条理；通过对不同学习方法的了解，鼓励学生独立思考形成自己的学习方法，增强学生批判性、创造性思维品质的培养。 学习能力目标 利用听力和口语中的对话，带动学生进行同伴之间或小组内的活动，培养学生的合作学习能力；通过视听说等各种渠道拓展学习方式，学以致用，激发学习兴趣；通过阅读后对各种语言现象的思考和讨论，学会小组合作和探究式学习，提高学习的主动性。
Topic Talk板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与自我——学习
内容分析 本部分包含两篇听力文本。第一篇文本通过对话形式呈现了主人公最喜欢的科目、学习方法以及学习目标。第二篇文本介绍了主人公现阶段的学习目的并对他采用的学习方法进行了具体的阐释。
教学目标 获取听力语篇中关于“learning approach”和“learning goal”的关键信息，补全内容； 概括语篇结构，分析表达逻辑，运用所学词汇和表达方式，描述“learning approach”和“learning goal”的重要性。 发表个人对“learning approach”和“learning goal”的理解，提出自己学习某一学科的方法和目标。
教学重点 获取听力语篇中关于“learning approach”和“learning goal”的关键信息，概括语篇结构，分析表达逻辑； 发表个人对“learning approach”和“learning goal”的理解。
教学难点 审视个人学习方式，提出自己的学习方法和目标。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions using pictures as prompts for students. 2. T asks the Ss the following questions: (1). What school subjects do you know (2).Which subject do you enjoy most at school 1. Ss look at the pictures and learn the related words and expressions about learning. 2. Ss communicate with T and answer the questions. Students learn the new vocabulary through pictures and contexts. Recall and activate students’ past knowledge about learning to prepare them for the following activities.
Activity 2 1. T guides the Ss to listen to dialogue one and complete the information. 2. T asks Ss to use the Text Builder to talk about the way they learn. 1. Listen to a dialogue and complete the information. 2. Use the Text Builder to talk about the way they learn. Develop Ss’ listening strategies like listening for specific information and in the meantime deepen their understanding about learning approaches.
Activity 3 1. T guides the Ss to listen to dialogue two and complete the information. 2. T asks Ss to use the Text Builder to talk about their learning goals. 1. Listen to a dialogue and complete the information. 2. Use the Text Builder to talk about their learning goals. Develop Ss’ listening strategies like listening for specific information and in the meantime deepen their understanding about learning objectives.
Activity 4 T guides Ss to discuss the following question: Are learning approaches and objectives important for senior high school students Why or why not Ss recall the content, think and talk about their opinions. Facilitate Ss to understand and talk about learning approaches and objectives.
Activity 5 T asks the Ss to work in groups and exchange ideas about the following questions: 1.What is your approach to learning English 2.What is your goal for learning English Work in groups and talk about their own ways and goals for learning English. Provide opportunities for Ss to internalize the target language items and to learn more cooperatively and independently.
Summary & Homework T briefly summarizes what have been learned today and assigns the homework. Homework: 1. Write a short paragraph about your learning approach and goal concerning a specific subject. 2. Look up the quotes on Page 51 and try to figure out their meanings and pare your notes with others in the next class.
Notes: T: Teacher Ss: Students
Lesson 1 Active Learning教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自我——积极的学习者，主动学习
内容分析 本部分话题是如何更好地做好自主学习，文章给出了五点建议，即（1）关注重点信息；（2）灵活处理大脑反馈的信息；（3）善于提出疑惑；（4）试图找到支持某论点的证据；（5）不带有感彩或个人偏见。通过本课的学习使学生们了解如何高效地进行自主学习，形成自觉主动学习的能力，为学生的终身学习奠定基础。教学中教师应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。
教学目标 1. 通过预测、略读、细读读懂文章，概括文章主旨大意，获取并梳理作者提出的五点建议中具体的学习行为、学习动机及学习效果等事实性信息。 2. 能够运用话题相关词汇整合文本信息，完成思维导图。 3. 正确认识自主学习的重要性，以及如何在日常学习中提高自主能动性。 4. 通过阅读，小组合作，同伴讨论等，思考与分享自己将来如何积极主动地学习。
教学重点 引导学生整合文本信息并形成结构化知识，然后运用所学对自主学习表达自己的看法。
教学难点 树立学生自主学习的意识，培养学生自主学习的习惯，引导学生反思自己的学习方式。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions using pictures as prompts for students. 2. T asks the Ss the following questions: (1). Are you an active learner (2). What do active learners do Ss learn the related vocabulary through contexts and pictures. Ss think about and answer the questions. Introduce the topic of active learning and activate and expand Ss’ knowledge on active learning.
Activity 2 T guides Ss to predict what kind of aspect about active learning will be mentioned in the text. Ss guess what kind of aspect about active learning will be mentioned through their own reading and under teacher’s instructions. Train Ss’ ability to predict and make inference using pictures as clues.
Activity 3 1. T asks Ss to read the first paragraph and answer the questions below: 1. What do most people believe about the human brain Is it true 2. What is active learning 3. What is Kevin Daum going to talk about in the article 2. T asks some Ss to share their answers. Ss read the first paragraph and answer the questions and share their answers with the class. Facilitate Ss to gain some factual information and detailed information about text.
Activity 4 T asks Ss to read the text quickly and write the subheadings before the corresponding paragraphs. . Ss read the passage quickly, write the subheadings and share their answers with the class. Guide Ss focus on the gist of each paragraph.
Activity 5 T asks Ss to read the first suggestion and identify the learning actions, reasons and learning effects. Ss read the first suggestion and note down the three aspects. Guide Ss get the specific information and train Ss’ ability to take notes and read diagrams.
Activity 6 T asks Ss to do the same for the other four suggestions. Ss read the remaining four suggestions and note down the three aspects for each suggestion. Guide Ss get the specific information and train Ss’ ability to take notes and read diagrams.
Activity 7 T asks Ss to work in pairs and retell the story according to the mind map. Ss retell the story to their partners using mind map. Enhance Ss’ understanding about the text structure.
Activity 8 T explains and analyzes complex sentences: 1.If you find your inner voice difficult to control, you can argue with it as most active learners do. 2.If not, at least you have “listened to” another point of view. 3.It is true that we cannot help disliking some people—this is human nature, after all. Ss learn the complex structure of the sentences. Guide Ss have a deep understanding of the sentence structure.
Activity 9 T asks Ss to work in groups to discuss the following questions: 1. Which of the suggestions in the text do you think is the most useful for you And why 2. Do you have any questions about those suggestions .Ss work in groups and discuss the questions. Develop Ss’ ability to evaluate the author’s suggestions and facilitate them to have their own understanding about active learning.
Activity 10 T concludes this lesson by asking Ss to reflect on the following questions: 1. What other ways of active learning do you know 2. How will you learn actively in the future Make a list and explain them. Ss reflect on the questions and answer them. Enhance Ss’ ability to think critically and form their own understanding about the active learning. Help Ss to consolidate the language items in the text and internalize them through meaningful output.
Summary & Homework 1. T briefly summarizes the class by reviewing the key phrases and sentence structures and finishing the summary and quiz of this lesson. 2. T assigns the homework: write a short passage to introduce some ways of active learning.
Lesson 2 Language Learning Tips 教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与自我——语言学习的技巧
内容分析 本课的主题是人与自我，课型是听力课。本课听力材料是一篇访谈，主要内容是介绍了学习英语的有效方法，提出了学习单词及语法的具体策略如在语境或词块中学习单词。
教学目标 1. 从对话中获取关键信息并梳理框架结构； 2. 了解“英语学习”相关的知识，包括单词及语法的学习等： 3. 批判地思考对话内容并发表自己的见解。
教学重点 引导学生通过听力材料与相应辅助文本，获取一些关于高效学习英语的方法。 2. 使用所学词汇及短语谈论英语学习方法。
教学难点 引导学生批判地对待他人的观点。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions in this lesson using pictures as prompts for students. 2. T introduces the topic by asking the Ss What tips do you know about learning English Give reasons for each of your tips. 1. Ss look at the pictures and learn the related words and expressions about language learning. 2. Ss communicate with T and answer the questions. Activate and recall Ss’ previous knowledge on English learning. Introduce the topic and prepare them for the following activities.
Activity 2 T guides the Ss to listen to an interview about effective ways of learning English and decide which topics are mentioned. Ss listen for the first time and write down the topics of the listening material. Instruct Ss to catch the general idea of the text while listening for the first time.
Activity 3 T asks Ss to listen again and complete the missing information. Ss listen again and note down the specific information of the text. Then Ss compare their answers with others. Guide Ss to obtain the detailed information in listening.
Activity 4 T asks the Ss to use the information they get in Activity 3 to draw a mind map about effective ways of learning English. Work in groups to draw the map. Ss organize the information they get in the listening so as to know the structure of the text.
Activity 5 T asks Ss to work in groups and discuss the following questions: 1. Do you find Dr. Smith's advice helpful 2. What are other ways to learn English vocabulary and grammar effectively 1. Ss consider the two questions carefully and discuss them with their members. 2. Each group will have a member to record their discussion and then another member share their opinions in the whole class. Consolidate and internalize the language items Ss have learned and guide Ss to think of the expert’s suggestions critically and express their own ideas after discussion.
Summary & Homework 1.T asks Ss to complete the summary with words from the interview. 2. T assigns the homework.: write a short paragraph about ways of learning English effectively.
Lesson 3 The secrets of your memory 板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自我——人类记忆的秘密
内容分析 本节课是这个单元的第三个课时，课型为阅读课，主要从人对感受深的事件记忆深刻，图片式记忆，艾宾浩斯遗忘曲线以及人类大脑容量等四个方面介绍了人类记忆的秘密。让学生了解到如何能更好的利用自己的记忆力。
教学目标 获取人类记忆秘密的事实性信息（人们对记忆的困惑、Jemima Gryaznov对记忆问题的解释、专家给出提高记忆的建议）； 能够阅读细节，纠正错误陈述； 理解一篇长篇文章中每一段的主题； 能够结合上下文，提高信息匹配能力； 5. 梳理文本结构，发现并赏析使论点可信的手段； 6. 对人类记忆有新的认知，并将提高记忆的方法运用到实际学习生活中
教学重点 1. 引导学生获取人类记忆秘密的事实性信息 2. 引导学生结合上下文语境，进行信息匹配
教学难点 引导学生梳理文本结构，发现并赏析使论点可信的手段。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions T presents pictures to Ss and asks them to guess words and expressions in this lesson. Ss look at the pictures and speak out the words and expressions. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions from the text.
Before reading Activity 1 T asks students which of the things listed they find easy to remember and explain the reason. T asks Ss if they were going to meet a memory expert, what questions they would ask him/ her Ss speak out the things easy to remember and explain the reason. 2. Ss list the questions to be asked. 1. Create a real situation and introduce the topic. 2. Activate Ss’ information related to the memory.
While reading Activity 1 T asks Ss to quickly skim through the text and find out if any of the questions they noted down in activity 2 are answered by the memory expert. Ss read the text quickly and check whether the text answer any of their questions. The students will be more interested in reading by verifying whether the passage answers the students' own questions,
While reading Activity 2 T asks Ss to read the text again. Write T or F and correct the false statements. Ss read the text again. Write T or F and correct the false statements. Ss get the specific information about the secrets of memory.
While reading Activity 3 T asks Ss to discuss with their partner: What suggestions would you provide for each of the four questions discussed Ss discuss further advice that they would suggest. Improve students' interest and problem-solving ability, and pave the way for the following suggestions
While reading Activity 4 T asks Ss to match the suggestions with the four questions and put them back in the pare their suggestions with the expert' s suggestions. Ss match the suggestions with the four questions and put them back in the pare their suggestions with the expert' s suggestions. By discovering the differences between the advice students give and the scientific advice, they can better scientifically apply the advice in their later study and life.
While reading Activity 5 T asks Ss to summarize the truths and ideas Jemima Gryaznov discuss in the text. Ss summarize the truths and ideas Jemima Gryaznov discuss in the text Improve the students' ability of induction and summary
After reading T asks Ss to replace the underlined words and phrases with the words from the text. Ss replace the underlined words and phrases with the words from the text Ss focus on language and get rid of some detailed difficulties.
Group discussion T asks Ss read the tips for improving memory .Think which tips seem most/least useful and which, if any, would be useful for English learning. Ss read the tips for improving memory .Think which tips seem most/least useful and which, if any, would be useful for English learning. Let the students know more about how to improve memory
Conclusion T asks Ss to think about the following two questions: a. How has the expert tried to make her statements to each question convincing b. Are there any answers given by Jemima Gryaznov that are not convincing to you. What are your doubts Ss think how the expert has tried to make her statements to each question convincing and what methods has she used and what signal words can be find 1. T guides Ss to think beyond the text and explore the ways to make statements convincing. 2. Develop students' critical thinking skills
Review T asks Ss “If you are at a seminar on memory, what questions do you want to ask the memory expert Jemima Gryaznov Work in pairs; ask and answer as many questions as you can.” Ss work in pairs and perform the role-play; ask and answer as many questions as they can. perform the role-play. T helps Ss create a real situation and Ss play different roles in the text to review the language and contents learned.
Quiz T asks Ss to fill in blanks in a summary of the report. Ss fill in the blanks with the knowledge they have learnt in the lesson. Practice and check whether Ss have learnt well.
Self-evaluation T presents Ss three questions to check Ss’ understanding: a.Do you know the main structure of the text b. Can you give some truths about memory c. Can you give some tips on memory improvement Ss answer the three questions individually and carefully. Ss assess their performance in the class and adjust their attitude and method in the next class.
Homework T asks Ss to finish Exercise 3 on Page 88 and write a short passage to suggest tips to improve memory. Ss finish it after class. Apply the language points related to the topic and the structure of the text to their writing.
Writing 板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自我——反思日志
内容分析 本课的阅读文本是一篇针对本单元第三课课文的反思日志。在日志中，作者简单反思了以前对于“大脑记忆”的认识，重点阐述了自己在文本中学到的新知识以及对于自己提高记忆力的启示。
教学目标 1. 明确写作内容，为写作做好准备； 2. 理解范文的关键信息和结构； 3. 学会用连接词连接文本内容； 4. 写一篇对本单元知识的反思日志。
教学重点 引导学生归纳总结反思日志的基本结构及语言。
教学难点 引导学生写出一篇本单元内容的反思日志。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions T presents a picture and asks Ss to use some words to describe it. Ss look at the picture and speak out the words and expressions that can be used to describe the picture. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions which will be used in the lesson.
Lead in T asks Ss to discuss two questions with group members: a. What have you learnt from this unit b. Did you learn anything useful or interesting Give an example. Ss discuss and answer the questions. Activate what Ss have learnt in this unit and meanwhile prepare Ss for the following writing.
Reading & analyzing Activity 1 T invites Ss to read the reflective journal to match the main idea with each paragraph. Ss read the reflective journal to match the main idea with each paragraph. Get Ss to conclude the structure of writing a reflective journal.
Reading & analyzing Activity 2 T asks Ss to read again and answer three questions : How does the author express his idea of “having learnt something” How does the author link the details together What addition linkers can you find in paragraph 3 Ss read again and answer the questions Get Ss to conclude the language of writing a reflective journal.
Writing activity 1 T asks Ss to “List three important things that you have learnt in this unit.” Ss use the Sentence Builder to help them write some sentences. Get Ss to start with a few sentences preparing for the later longer ones.
Writing activity 2 T invites Ss to “complete the outline of your reflective journal based on the format and expressions we have discussed.” 1. Ss use the expressions they know to finish the outline of their reflective journal. 2. Ss talk with their partners the key information they write down. 1. Encourage Ss to get more writing information by communicating with partners. 2. Lead Ss to strengthen their understanding of the reflective journal structure by questioning and answering.
Writing activity 3 T asks Ss to “Use your outline and the Writing Help to write the first draft.” Ss try to write the first draft Provide opportunity for Ss to experience the real process of using related reflective journal structure, sentence structures and specific language.
Writing activity 4 T invites Ss to “Edit your reflective journal in pairs according to the following Peer Editing Sheet.” Ss use the Peer Editing Sheet to edit their partner’s reflective journal. Guide Ss to criticize their partner’s writing by the criteria and meanwhile reflecting and improving their own writing.
Review T shows Ss some questions related to the contents of the lesson. Ss recall what they have learnt and answer the questions: What is a reflective journal Which is the structure of a reflection journal What addition linkers can you use Check how well Ss did in the lesson and what still need to be emphasized in the next class.
Self-evaluation T shows Ss the self-evaluation table and invite Ss to have a self-assessment. Ss look at the table and reflect their performance in the lesson. Give Ss the time to reflect what they have learnt and adjust their learning based on their reflection.
Homework T needs Ss to “Polish the passage written in class”. Ss finish it after class. Get Ss to review and consolidate what they have learnt in class.
Lesson 1 Grammar板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与自我——主动学习
内容分析 本节课主要话题是如何更好地做到主动学习，文章给出了5方面建议，即（1）关注重点信息；（2）灵活处理大脑反馈的信息；（3）善于提出疑惑；（4）试图找到支持某论点的证据；（5）不带有感彩或个人偏见。通过学习本课，使学生们了解如何高效地进行自主学习。此外，本课中学生还将学到非谓语动词-ING和不定式做宾语情况，需要同学们记住常见的后接ING作宾语的动词以及后接不定式作宾语的动词。
教学目标 能掌握常见的后接ING和不定式作宾语的动词;
教学重点 引导学生识别常见的后接ING和不定式作宾语的动词;
教学难点 常见的后接ING和不定式作宾语的动词
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in T asks Ss two questions: What is active learning What will happen if you keep paying too much attention to inner voice Ss answer the two questions together 1. T gets Ss to recall the context information they have learnt. 2. T helps to find the grammar knowledge in the articles and make Ss realize grammar expresses meaning.
Have a look T makes Ss to find more sentences with verbs followed by infinitives and V-ing in the text. Ss read the text carefully and underline the sentences with verbs followed by infinitives and V-ing T gets to strengthen Ss’ understanding of the verbs followed by infinitives and V-ing .
Analyze T asks Ss brainstorm the rule of verbs followed by infinitives and V-ing . Ss using their previous grammar knowledge try to summarize the rules to identify infinitives or V-ing after verbs. T guides Ss to conclude the rules of infinitive and V-ing after verbs.
Practice T shows Ss the sentences with infinitives and V-ing after verbs from Entrance Exam and asks them to fill in the blanks. Ss try to complete the sentences with the grammar they have learnt. T helps Ss know how to apply infinitives in practice.
Review T asks Ss to review which verbs are followed by infinitives and which are followed by V-ing and which are followed by both. Ss have a talk with their partner about the verbs followed by infinitives and V-ing. Review the verbs followed by infinitives and V-ing .
Quiz T asks Ss to finish the exercise from the textbook. Ss finish the exercise. Check how well Ss master the grammar.
Self-evaluation T shows Ss the self-evaluation table for Ss to reflect on their performance. Ss look at the table and think about the three aspects in learning the grammar. Help Ss to assess their learning in the class to find the part they do well and the part they don’t do so well, so they will know exactly what they need to do next.
Homework T asks Ss to Finish Ex4. P89 Ss finish the homework after class. Ss consolidate what they have learnt in class and further deepen their awareness to use it.
Lesson 3 Grammar板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与自我——人类记忆的秘密
内容分析 本节课是这个单元的第三个课时，课型为阅读课，主要从人对感受深的事件记忆深刻，图片式记忆，艾宾浩斯遗忘曲线以及人类大脑容量等四个方面介绍了人类记忆的秘密。让学生了解到如何能更好的利用自己的记忆力。
教学目标 了解主谓一致的含义 掌握主谓一致的三原则 正确使用主谓一致
教学重点 引导掌握主谓一致的三原则
教学难点 引导学生正确使用主谓一致
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in 1. T presents three sentences and ask Ss to pay attention to the Subject-Verb Agreement. 1. Ss look at the two sentences and talk about what they find from the three sentences. T helps to introduce the grammar which will talked in the lesson.
Have a look T makes Ss to find more sentences about Subject-Verb Agreement in the text. Ss find more sentences about Subject-Verb Agreement in the text. T gets to strengthen Ss’ understanding of Subject-Verb Agreement.
Analyze T asks Ss to think about the rules of Subject-Verb Agreement. Ss brainstorm the rules of Subject-Verb Agreement. T guides Ss to conclude the rules of Subject-Verb Agreement.
Practice T shows Ss the sentences with Subject-Verb Agreement from College Entrance Exam and asks them to fill in the blanks. Ss analyze the sentences and fill in the blankets with what they have learnt. Get Ss to practice the use of Subject-Verb Agreement.
Review T asks Ss to Use these Subject-Verb Agreement in the class to check the passage they wrote last class. Ss check their passage with the Subject-Verb Agreement rules. Review Subject-Verb Agreement and put them in use in a new situation.
Quiz T asks to finish the exercise. Ss finish the exercise. Check Ss how well they master Subject-Verb Agreement.
Self-evaluation T shows Ss the self-evaluation table for Ss to reflect their performance. Ss look at the table and think about the three principles of Subject-Verb Agreement Help Ss to assess their learning in the class to find the parts they do well and not well, so they will know exactly what they need to do next.
Homework T asks Ss to finish Ex.6, P90 Ss finish the homework after class. Ss consolidate what they have learnt in class.

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